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Integrative Motivation Development:: Key to Increasing ESL Online Learning Effectiveness
PROCEEDINGS

, , The University of South Dakota, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Engaging students in the reasons for studying online is essential for increasing motivation, particularly English as a Second Language (ESL). Gardner's conception of instrumental (concrete outcomes) and integrative (abstract perspectives) has significant implication for improving the effectiveness of online learning in second language acquisition. Differing levels instrumental and integrative motivation relate to learning effectiveness in ESL study ESL, either online or in the traditional classroom. A study of 500 technical university students in Taiwan found much lower integrative than instrumental motivation and little engagement of faculty with students to make higher-order and more abstract reasons for study clear or useful. Educators need to increase their dialogue with students online and in traditional classrooms to make the integrative factors in motivation clear, real, and within the intellectual and emotional reach of students.

Citation

Bright, L. & Wu, W.C.V. (2006). Integrative Motivation Development:: Key to Increasing ESL Online Learning Effectiveness. In T. Reeves & S. Yamashita (Eds.), Proceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2507-2514). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 17, 2019 from .

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